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Teachers are playing crucial roles in the implementation of formative assessment, which has been widely recognised as a valuable strategy in enhancing students' learning outcomes. However, systematic analysis on factors that might facilitate or hinder teachers' intentions and implementations regarding formative assessment is scarce. This review covers 52 eligible studies and identifies factors, which have been categorised into personal and contextual factors, that influence teachers' intentions and implementations regarding formative assessment. The results of this review may benefit researchers, school leaders, and policy makers when they aspire to facilitate the implementation of formative assessment. [ABSTRACT FROM AUTHOR]

Teachers' conceptions can affect any teaching practice, including assessment. Compared with the previous learning stages in Spain, the accreditation-based focus increases in secondary education. Therefore, it is necessary to study the conceptions teachers have of assessment during this stage and the role these play in their teaching practices. The study participants comprised 219 secondary education teachers. A mixed methodology including a questionnaire, dilemmas and the analysis of test contents was used. An analysis was implemented of the relationship between the conceptions of assessment and the type of tests used, self-assessment and peer assessment, and characteristics of feedback. The teachers reported having a formative conception, but this was incoherent with their assessment methods characterized by a scarce use of self-assessment and peer assessment and a hardly formative feedback. In conclusion, we highlight the relevance of the teaching-related conceptions in the education system and the need for working jointly with teachers to implement an authentically formative assessment in the classroom, with an emphasis on consistency between conceptions and practices. [ABSTRACT FROM AUTHOR]

Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Teaching a large class can present real challenges in design, management and standardisation of assessment practices. One of the main dilemmas for university teachers is how to implement effective formative assessment practices with accompanying high-quality feedback consistently over time with large classroom groups. This article reports on how elements of formative practices can be implemented as part of summative assessment in very large undergraduate cohorts (n = 1500 in one semester), studying in different modes (on- and off-campus), with multiple markers, and under common cost and time constraints. Design features implemented include the use of exemplars, rubrics and audio feedback. The article draws on the reflections of the leading teacher, and argues that, for summative assessment to benefit learners, it should contain formative assessment elements. The teaching practices utilised in the case study provide some means to resolve the tensions between formative assessment and summative assessment that may be more generally applicable. [ABSTRACT FROM PUBLISHER]

The objective of this study was to compare the effects of situations in which self-assessment was conducted using rubrics and situations in which no specific self-assessment tool was used. Two hundred and eighteen third-year pre-service teachers were assigned to either non-rubric or rubric self-assessment for designing a conceptual map. They then assessed their own maps. The dependent variables were self-regulation measured through a questionnaire and an open question on learning strategies use, performance based on an expert-assigned score, accuracy comparing self-scores with the expert’s scores and task stress using one self-reported item. The results showed that the rubric group reported higher learning strategies use, performance and accuracy. However, the rubric group also reported more problems coping with stress and higher performance/avoidance self-regulation that was detrimental to learning. [ABSTRACT FROM PUBLISHER]

The objective of this study was to analyze the effects of rubrics and self-assessment scripts on self-regulation, learning, self-efficacy and goal activation. A total of 85 university students enrolled in a psychology course on Motivation and Emotion participated in the study. During a semester, they summarized texts and designed conceptual maps of each topic unit with the help of rubrics or scripts. Self-regulation, self-efficacy and goal activation were measured through questionnaires, and learning through the conceptual maps and summaries. Results showed that the use of rubrics increased learning but decreased the students’ learning self-regulation more than the use of scripts. No significant differences were found for self-efficacy and students preferred using rubrics, reporting they focus more on learning when using these. Results are partially in line with previous research. Theoretical and educational implications are discussed. [ABSTRACT FROM AUTHOR]

Highlights: [•] The effects of rubrics vs. self-assessment scripts vs. control were compared. [•] The effects on self-regulation, self-efficacy and performance were measured. [•] Script use enhanced learning self-regulatory actions. [•] Rubric use decreased negative self-regulatory actions (performance/avoidance SR). [•] No significant effects were found for performance or self-efficacy. [ABSTRACT FROM AUTHOR]

Abstract: The mainstream research on scoring rubrics has emphasized the summative aspect of assessment. In recent years, the use of rubrics for formative purposes has gained more attention. This research has, however, not been conclusive. The aim of this study is therefore to review the research on formative use of rubrics, in order to investigate if, and how, rubrics have an impact on student learning. In total, 21 studies about rubrics were analyzed through content analysis. Sample, subject/task, design, procedure, and findings, were compared among the different studies in relation to effects on student performance and selfregulation. Findings indicate that rubrics may have the potential to influence students learning positively, but also that there are several different ways for the use of rubrics to mediate improved performance and self-regulation. There are a number of factors identified that may moderate the effects of using rubrics formatively, as well as factors that need further investigation. [Copyright &y& Elsevier]

Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract: This study compares the effects of two different self-assessment tools – rubrics and scripts – on self-regulation, learning and self-efficacy in interaction with two other independent variables (type of instructions and feedback). A total of 120 secondary school students analyzed landscapes – a usual task when studying Geography – in one of twelve experimental conditions (process/performance instructions×control/rubric/script self-assessment tools×mastery/performance feedback) through three trials. Self-regulation was measured through questionnaire and thinking aloud protocols. The results of repeated-measure ANOVA showed that scripts enhanced self-regulation more than rubrics and the control group, and that the use of the two self-assessment tools increased learning over the control group. However, most interactions were not significant. Theoretical and practical implications for using rubrics and scripts in self-regulation training are discussed. [Copyright &y& Elsevier]

This study analyzes the impact of the supervised practicum on the assessment conceptions and practices of pre-service secondary education teachers, using the theoretical rationale of assessment literacy. We conducted a qualitative study with eighteen pre-service physical education teachers in Spain. The results revealed the difficulties and the variety of experiences the participants encountered during the practicum in relation to assessment. Student accountability and improving learning and teaching were the most common assessment conceptions, although the assessment tasks designed by the participants were not entirely formative. In general, the practicum experience reaffirmed their previous ideas on formative assessment. • Participants' experiences with assessment during the practicum were highly heterogeneous. • Student accountability was the dominant assessment conception among participants. • The practicum experience mostly reaffirmed, but did not improve, participants' preferences for formative assessment. • Rubrics and checklists were the most frequently used tools in the assessment tasks designed by the participants. [ABSTRACT FROM AUTHOR]

Rubrics are widely used in classrooms at all educational levels across the globe, for both summative and formative purposes. Although the empirical support for the benefits of using rubrics has been steadily growing, so have the criticisms. The aim of this review is to explore the concerns and limitations of using rubrics as proposed by the critics, as well as the empirical evidence for their claims. Criticisms are then contrasted with findings from studies reporting empirical evidence in the opposite direction (i.e. supporting the use of rubrics). A total of 27 publications were identified, and 93 excerpts were extracted, after a detailed content analysis. The criticisms were organized around six broad themes. One of the main findings is that the empirical evidence behind criticisms is, with only a few exceptions, neither direct nor strong. On the contrary, several critics refer to anecdotal evidence and/or personal experiences, which have limited value as scientific evidence. Another finding is that a number of critics make claims about rubrics with a narrow conceptualization of rubrics in mind. One prevalent assumption is that rubrics are only used for high stakes testing and/or other summative assessment situations. Based on these findings, we advocate a more pragmatic approach to rubrics, where potential limitations of rubrics are investigated empirically and decisions are based on scientific data. • Rubrics are popular assessment tools that have received considerable criticism. • Our aim was to explore the focus and empirical evidence behind this criticism. • 27 publications were identified, 93 excerpts were extracted and organized into six themes. • Only a few studies provided empirical support for their claims. • Rubrics seem to have more benefits than drawbacks, especially when used formatively. [ABSTRACT FROM AUTHOR]

The literature regarding formative assessment and Self-Regulated Learning (SRL) has focused on the ways in which formative assessment improves SRL. This study, on the other hand, evaluated whether SRL characteristics impact successful engagement with formative assessment, and subsequent summative performance in both online and blended learning contexts. Ninety-six blended and 85 online learners completed a formative assessment task, received feedback, and then resubmit the assessment for a summative grade. Overall, while there were differences between learning contexts, SRL, and performance, many variables were not significant predictors of performance. Online learners who were confident, managed their time well and regulated their efforts saw the greatest benefits, though these effects were small when viewed individually. Blended learners, to a lesser extent, also benefited from confidence and effort regulation. To the authors' knowledge, this is the first study to test SRL characteristics as drivers of performance during a formative task across two learning contexts. • The first study to test SRL skills as drivers of performance during formative tasks. • SRL skills and grades were measured in two learning contexts: blended and online. • There were differences between learning contexts, SRL capabilities, and performance. • Successful online learners were confident, managed their time and efforts. • Successful blended learners were confident and regulated their effort. [ABSTRACT FROM AUTHOR]